중학교 체육수업에서 따돌림 현상의 발현과 구조적 맥락

초록

This study aimed to comprehensively examine the complex manifestations of bullying occurring within the context of middle school physical education classes. Specifically, it explored the manifestation patterns of bullying phenomena in PE classes, the structural conditions that perpetuate them, and the meaning-making processes of participants' experiences. An ethnographic research methodology was adopted to collect data through participant observation, interviews, and document analysis targeting two 7th-grade classes over one semester. Data analysis utilized thematic analysis and open coding. The findings are as follows: First, bullying in PE classes manifested as "competition-based public criticism," "intentional exclusion from team activities," "mockery of physical appearance," and "stigmatization through gender norms," with verbal and relational aggression being predominant. Second, bullying occurred within a structural environment where "competition-oriented classes," "spatial characteristics where bodies are exposed," "teachers' passive bystanderism," and "hierarchical peer power dynamics" worked in complex interaction. Third, students who initiated bullying justified their actions as "strategies for team victory," students who experienced bullying internalized experiences as "their own fault," and bystanders chose "strategic silence." This study revealed that bullying in PE classes is a multi-layered phenomenon arising from the structural characteristics of classes and complex interactions among participants. This provides implications for developing bullying prevention and intervention programs that consider the specificity of PE classes and improving teacher awareness.

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